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book, as either Mexican American or Chicano historians and as examples of onekind of history or another. This only serves to confuse the student reader and isunnecessary for specialists. Aside from that, another welcome contribution is thevery well done bibliographical essay that concludes the collection and will be ofreal use to anyone interested in pursuing the literature around one of the manythemes introduced in this thoughtful and valuable compilation.This book has the self-proclaimed goal of demonstrating "the scholarly pro-duction of Chicanos," and it succeeds admirably in doing that. People reading thebook will recognize two things: that the production has been prodigious, and thatas a body it has not only recorded historical change, but contributed to it.Southwest Texas State Universzty Paul HartBrown, Not Whzte: School Integration and the Chicano Movement in Houston. By Guada-lupe San MiguelJr. (College Station: Texas A&M University Press, 200oo1. Pp.xiii+275. Illustrations, tables, preface, notes, index. ISBN 1-58544-115-5.$34.95, cloth.)The education of its children has been a central concern of the twentieth-cen-tury Mexican American community, particularly in Texas. Guadalupe San MiguelJr., already the author of an important history of Mexican American educationalreform in the Lone Star State, has now produced an insightful case study of theturbulent events of school desegregation for Mexican Houstonians during theearly 1970s.The author divided his book into three sections. As background, Part I providesan historical overview of Houston's Mexican Americans to 1960, which includestheir experiences with discrimination and substandard conditions in the city'spublic schools. In Part II, which covers from 1960 through the summer of 1970,San Miguel outlines how Mexican American school reformers in Houston beganto act through groups that ranged from middle class advocates to militant Chi-cano Movement youth. By 1969, as one participant noted, the Bayou City's barrioswere "beginning to rumble" (p. 53) for meaningful educational change.The eruption came in response to the Houston Independent School District'sdesegregation plan, ordered by the federal courts in the summer of 1970, whichpaired Mexican American students with black students in twenty-five HISD ele-mentary schools. In effect, the courts and HISD administrators wanted to use Chi-canos as "whites" in an effort to avoid inconveniencing Anglo Houstonians.Seeking recognition as an identifiable minority group, among other demands,thousands of Mexican Houstonians, under the leadership of the Mexican Ameri-can Education Council (MAEC), took their children out on strike at the begin-ning of the 1970-1971 academic year. Recognizing their plight as a distinctminority, they launched their struggle under the battle cry "Brown, brown, we'renot white, we're brown" (p. 104).Part III, the most engaging and lengthiest section, details the complex story ofthe 1970s turmoil. The initial MAEC school boycott involved 3,500 students, last-